Inside MCCSC’s K-8 approach to foundational literacy and math instruction
An MCCSC elementary school student explained how small-group instruction works at their school: “We do exit tickets to see what we’re good at and still need help with. My teacher goes through the slides to help us, and she teaches us at the teacher table.”
This is how learning works in Monroe County Community School Corporation (MCCSC) K-8 classrooms—teachers checking in regularly, responding to what students need, and providing support. “Behind each chart, each data point, there is a child learning to believe, ‘I can do this,'” said Lily Albright, MCCSC’s director of elementary education. “And our educators are building those moments—every day.”
Research-based approaches
Research underscores how MCCSC approaches reading and math in grades K-8, in alignment with Indiana Academic Standards. Instruction is intentionally designed to engage students and meet them where they are. In literacy, the focus is on how words work and on helping students understand sounds, patterns, and structure. This research-backed approach — the science of reading — is proven to help students learn.
In mathematics, instruction is intentionally designed and interactive. Teachers model mathematical thinking by showing students how and why math works, walking through problems step by step. Students have opportunities to work both individually and in small groups and may use hands-on materials or collaborate to solve problems. Teachers also lead whole-class discussions where students share how they solved problems, helping deepen understanding and reinforce strategies that work.
MCCSC provides ongoing, job-embedded professional learning to all teachers, and partners with national experts—Dr. Jamey Peavler for literacy and Dr. Laurie Ferry for math—who provide ongoing support throughout the year.
Teachers’ daily practice of staying connected to what each student needs is what makes the difference each day. Three times a year, teachers assess where every student is in reading and math to identify what they know and what they need help with. Teachers then provide targeted, intentional support—adjusting instruction every two to three weeks based on how students are progressing.
“Progress monitoring has become an integral part of our work,” one MCCSC principal shared. “We have an all-hands-on-deck approach to support each student.”
How students experience assessments
When assessments become routine tools rather than high-stakes tests, something shifts. Kids see them as part of learning, not a judgment.
“We’re not just learning and then forgetting—we take assessments to see what we remember,” one student explained. “Sometimes they’re hard, but if I’ve already learned it, not so much! This year is really fun!”
Albright shared that in math, MCCSC students in grades 3–8 perform nearly 13 percentage points above the state average on ILEARN. What matters though, is that students see assessment as something positive and that teachers care about their progress.
“For students, assessments aren’t about scores or pressure—they’re about noticing their own growth,” said Albright. “The joy this student feels comes from the sense of progress and the understanding that learning builds over time.”
What’s Next
“We’re proud of where we are, and even more excited about where we’re going,” Albright said. MCCSC is adopting a new evidence-based English language arts curriculum for the 2026-27 school year—continuing the focus on research-driven instruction that meets students where they are.
This article is based on a presentation on foundational literacy and numeracy to the MCCSC Board of School Trustees in December 2025. Watch the full presentation on the MCCSC YouTube channel.